Cognitive Flexibility + Phonics Intervention Effects on Reading Gains

This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = ...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Reading psychology 2023-07, Vol.44 (5), p.514-542
Hauptverfasser:	Vadasy, Patricia F., Sanders, Elizabeth A.
Format:	Artikel
Sprache:	eng
Schlagworte:	Achievement Gains Alphabets Cognition Cognitive Processes Decoding Early literacy Emergent Literacy Encoding (Cognitive process) Intervention Kindergarten Learning outcomes Outcomes of Education Phonics Reading ability Reading Achievement Reading acquisition Reading Instruction Reading Skills Teaching Young Children
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Schreiben Sie den ersten Kommentar!